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Hybrid literacy texts and practices in technology-intensive environments
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International Journal of Educational Research Volume 43, Number 7, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

US youths’ lives are increasingly divided between the academic requirements of school and immersion in new media and culture outside school. Educators can help bridge in-school and out-of-school literacy practices by encouraging students to engage with hybrid texts that draw on multiple modes of representation. In this paper, we analyze the ‘disconnect’ between academic literacy and new media, discuss the concept of hybridity as a way to bridge it, and provide a linguistically grounded analysis of students’ hybrids texts and practices in two technology-intensive learning environments: a digital storytelling project in an after-school university-community collaborative and a one-to-one laptop program in an urban school district.

Citation

Ware, P.D. & Warschauer, M. (2005). Hybrid literacy texts and practices in technology-intensive environments. International Journal of Educational Research, 43(7), 432-445. Elsevier Ltd. Retrieved April 18, 2019 from .

This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2006.07.008

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